Where there’s a will: Implementing blended learning approaches for Work Integrated Learning (WIL)

Roger Cook

Manager, Governance & QualityeLearning ServicesQueensland University of Technology

Overview

1. WIL Units

2. Blended Learning Investigation – Sem 2, 2012

3. Initial observations

4. Sharing our ideas

5. Approaches trialled

1. WIL Units - Faculty L&T Grant

UG – Engineering; Design; Urban Design• 2010 Pilot – Summer semester• 2011 – Semester 1, 427 students

1 Focus on problem-based, collaborative learning and Career Development Learning (CDL).

2 Increase student engagement and improve learning experiences through flexible learning strategies (using Blackboard and Bb Collaborate).

3 Improve reflection processes to support life-long and life-wide learning.

4 Build staff capability in working with new technologies for content delivery, communication and collaboration.

WIL Units

FocusCore:

1 Orientation to the workplaceElectives:

2 The culture of practice: the individual and the collective.

3 Identifying academic knowledge ‘to’ and ‘in’ practice.4 The challenges of practice and globalisation:

integrating academic and practice knowledge.5 Action research.

Semester Structure

[Bb Community Site – preparation]

Saturday workshop & 3-5 webinars

Assessment:

1. Literature Review*

2. Report* (and presentation)

*Appendix to include:

Work Log; Reflective Journal; Certificate of Time Worked

Focus: Critical thinking + Reflection – STARL + Report writing Situation - Task - Action - Result - Learning

5

Benefits identified

• Reduces feelings of isolation in large classes• Enables students to have direct contact with academic

staff during class– The technology used gave me exposure to students I would not

normally interact with.

• Provides opportunities for students to share workplace experiences

• Allows for academic staff to observe student interactions

• Reduces the number of student queries• Helps to unite the teaching team.

2. Blended learning investigation – 2012

Aims• Evaluate the design of the learning environment• Identify preferences for student engagement• Support observations with usage data (from SAS).

Methodology• Observation of 20 webinars• Discussions with WIL Director• Student survey (n = 10)

Students and Staff – Sem 2, 2012

Unit Students Academic StaffCore:

1 323 a) Engineering AA BB CC^b) Design / Urban Design DD EE FF GG^ HH^

Electives2 25 DD3 20 EE4 20 AA5 14 AA = WIL Director

^Newbies

Who are we?

i. Academic staff?

ii. Professional staff?

iii. Experienced Bb Collaborate users?

iv. Used Google forms for surveys?

3. Initial observations

a) Week before webinar

b) 30 mins before webinar

c) During webinar

d) After webinar

Whole of unit blended learning approach (e.g. – linkages between webinars, communication, etc.)

10

a) Week before

b) 30 mins before

• Occasionally from academic via mic:– A welcome– A “heads-up”– A chat

• Silence• Title page of PPT presentation

c) During - Icebreaker

Students use pointer to show location.

c) During – Discussion of readings

c) During - Questioning

15

c) During - Assessment

c) During – Follow up activity

c) During – Other notes

i) Use (decreasing order): chat > poll > mic > whiteboard

ii) Focus on explaining rather than doing or identifying student needs: Reflection; Report; Assessment tasks.

iii) Invitation from academics: “Feel free to ask questions at any time.”

iv) Assumptions from academics (and some statements) about lack of student participation.

d) After webinar – Recording link & PPT

Usage statisticsUnit Attendees Downloads Unit Attendees Downloads1 – W1 (En) 72 39 2 – W1 8 61 – W2 (En) 17 14 2 – W2 9 01 – W3 (En) 17 16 2 – W3 3 81 – W1 (De) 30 29 3 – W1 8 91 – W2 (De) 19 9 3 – W2 12 11 – W3 (De) 16 24 3 – W3 15 1

Enrolments: 4 – W1 12 71 (En & De) 323 4 – W2 10 7

2 25 4 – W3 15 03 20 5 – W1 7 154 20 5 – W2 ? Not recorded5 14 Data excludes

presentations 5 – W3 ? Not recorded

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Our ideas

http://goo.gl/wzvHxVFocus - Critical thinking / STAR-L Reflection / Report writing

a) Week before

b) 30 mins before

c) During

d) Week after

e) Additional comments/questions

f) Your name(s)

a) c) Critical thinking

• Questions (& Library resources) for critical reading– Academics to check responses before webinar

• Questions during webinar – focus on 1 or 2 key activities– Clear teaching roles during webinar

More doing = springboard for discussion.• Start and end of webinar activities (e.g. poll, question

response, note taking, typing on whiteboard)

a) c) STAR-L Approach

Consider how to structure a critical reflection:

1. Refer to the Assessment CRA document

2. Read the sample reflection

3. Answer questions about the sample (Google Form)

4. Use responses as a basis for discussion

a) c) STAR-L Approach – Google Form

1. Your name

2a. Situation (insert line numbers)

2b. Task

2c. Action

2d. Result

2e. Learning

3a. Refer to the CRA and select a score for the REPORT CONTENT. *

1 2 3 4 5 6 7

3b. List some of the main reasons why you selected this score.

3c. List 2-3 suggestions to improve this report's content.

4a. Refer to the CRA and provide a score for the REPORT STRUCTURE. *

1 2 3 4 5 6 7

4b. List some of the main reasons why you selected this score.

4c. List 2-3 suggestions to improve this report's structure/ presentation.

a) Weeks before presentation

Blackboard wiki• Home page

- Topics suggested by students- Negotiated and approved by teacher (previously

done via email)- Viewable by all students (peer learning)

• Student pages– Topic, statement of relevance, structure, help

required (& comments from other students)

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c) Peer assessment of presentations

CRA document & Google form

Your name

Presenter's name

Clarity of content * 1 2 3 4 5 6 7 Add comments below:

Quality of content *

Relevance of content *

Content backed up by evidence *

Facilitation of online presentation *

Other changes considered

i) If no student interaction is needed, record the lecture. And perhaps use a short recording if the PPT is sufficiently detailed and self-explanatory.

ii) Application share source documents (e.g. Assessment CRA) rather than reproduce details in PPT.

iii) Create reading lists in Blackboard rather than PPT (not so accessible) and encourage students to share and comment on resources.

Other changes considered

iv) Design for students viewing the recording:• Specific instructions during the webinar• Opportunities to contribute to pre and post activities

v) Developing resource list for Engineering students (e.g. Engineering Online Resources (Monash Uni):• Report writing tips; style guide

vi) Review why students might not attend and/or

participate in a webinar.

Student feedback

Pros ConsWould be great if it was used for other subjects. I live 1.5hrs from campus and it would have been great to have the option to just participate online for other subjects…

I think that the structure of the assessment of the unit I participated in basically dictated that the webinars were unnecessary.

Consultation with teaching staff and the learning materials helped me understand the skills required in the professional world.

… the only learning from this subject came from the actual work experience and the assessments.

I liked interacting with the tutor and peers and being able to ask questions.

… really you could get away with doing the entire subject without attending any webinars.

Summary

Student engagement• Active learning • Discussing good teaching practice

– Moving from F2F to online L&T approaches– Prioritising what’s important– Reuse same educational technology for different

purposes (e.g. Bb wiki; Google form)

Challenges• Changes in staffing each semester

Faculty Focus

Practical teaching ideas• The Art of Asking Questions• Expanding the Definition of Flipped Learning• Learning That Lasts: Helping Students Remember and Use What You Teach• Learning on the Edge: Activities to Promote Deep Learning

• Taking a Look at the Effective Lifelong Learning Inventory

Thank you!Roger Cook - roger.cook@qut.edu.au

eLearning Services